Use computer-based instruction with observation, collaboration, and semi-structured guidance, plus online metacognitive guidance, to enhance SRL in mathematics¶

Strategy · All strategies
Evidence · no claims cited

Description¶

The review identifies computer-based and online instructional methods as viable routes to enhancing self-regulated learning in mathematics. It reports a "Significant increase in metacognition and problem-solving of primary class students after Computer-based instructional method within an authentic context consisting of three main phases: observation, collaboration and semi-structured guidance", and that meta-cognitive guidance in online or face-to-face discussion attained a higher level of mathematical literacy.

Design Implications¶

Context¶

Requirements¶

• Instruction should be embedded in an authentic context with the three phases of observation, collaboration and semi-structured guidance, as the reviewed studies implemented.

Constraints¶

• The review notes middle-school students exhibited a more maladaptive self-regulation and motivation profile than sixth graders, so support needs differ by grade level.

Target Learners¶

• primary and middle school mathematics students
• secondary education students

Target Learning Goals¶

• metacognition and problem-solving in mathematics
• mathematical literacy
• self-regulated problem-solving skills

Related Strategies¶

• Provide explicit teaching of SRL methods as structured guidance for regulating learning in online and blended settings

Examples¶

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Key Sources¶

• Abdul Gafoor. K., & Kurukkan, A. (2016). Self-Regulated Learning: A Motivational Approach for Learning Mathematics. International Journal of Education and Psychological Research, 5(3). https://ijepr.org/